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The Networking Practices of Community College ELLs in Support of Their Needs
The Networking Practices of Community College ELLs in Support of Their Needs
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153031
- ISBN
- 9798346739487
- DDC
- 401
- 서명/저자
- The Networking Practices of Community College ELLs in Support of Their Needs
- 발행사항
- [Sl] : Arizona State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 152 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: James, Mark A.
- 학위논문주기
- Thesis (Ph.D.)--Arizona State University, 2024.
- 초록/해제
- 요약This qualitative multiple-case study provides insight into the experiences of English language learners (ELLs) attending classes in a community college setting. Community colleges in the US play a significant role in the access to higher education for ELLs, a sizable student population that includes US high school graduates, adult immigrants, refugees, and international students. However, ELLs face a number of challenges and barriers. The study seeks to narrow a research gap and bring awareness to the needs of community college ELLs and their networking practices in support of those needs. It draws on the concepts of individual network of practice (INoP) (Zappa-Hollman & Duff, 2015) and network-embedded social capital (Lin, 2017), taking an asset-based approach in studying the ways in which ELLs gain access to support. Triangulated data sources include semi-structured interviews, illustrations of individual networks of practice (INoPs), and artifactual evidence. Findings indicate that ELLs in this context were very resourceful and able to utilize their network-embedded social capital by relying on ties to individuals who could meet some of their academic, linguistic, and social-emotional needs. However, the study brought to light that off-campus ties are playing a much more significant role in the support of the participants than campus ties. Practical implications for this and other higher education contexts will be discussed as they may be relevant to institutional practices when evaluating existing and planning future student support.
- 일반주제명
- Linguistics
- 일반주제명
- Bilingual education
- 일반주제명
- Adult education
- 기타저자
- Arizona State University Linguistics and Applied Linguistics
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211153031
■006m o d
■007cr#unu||||||||
■020 ▼a9798346739487
■035 ▼a(MiAaPQ)AAI31636115
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a401
■1001 ▼aRaack, Christine.
■24510▼aThe Networking Practices of Community College ELLs in Support of Their Needs
■260 ▼a[Sl]▼bArizona State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a152 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: James, Mark A.
■5021 ▼aThesis (Ph.D.)--Arizona State University, 2024.
■520 ▼aThis qualitative multiple-case study provides insight into the experiences of English language learners (ELLs) attending classes in a community college setting. Community colleges in the US play a significant role in the access to higher education for ELLs, a sizable student population that includes US high school graduates, adult immigrants, refugees, and international students. However, ELLs face a number of challenges and barriers. The study seeks to narrow a research gap and bring awareness to the needs of community college ELLs and their networking practices in support of those needs. It draws on the concepts of individual network of practice (INoP) (Zappa-Hollman & Duff, 2015) and network-embedded social capital (Lin, 2017), taking an asset-based approach in studying the ways in which ELLs gain access to support. Triangulated data sources include semi-structured interviews, illustrations of individual networks of practice (INoPs), and artifactual evidence. Findings indicate that ELLs in this context were very resourceful and able to utilize their network-embedded social capital by relying on ties to individuals who could meet some of their academic, linguistic, and social-emotional needs. However, the study brought to light that off-campus ties are playing a much more significant role in the support of the participants than campus ties. Practical implications for this and other higher education contexts will be discussed as they may be relevant to institutional practices when evaluating existing and planning future student support.
■590 ▼aSchool code: 0010.
■650 4▼aLinguistics
■650 4▼aBilingual education
■650 4▼aEnglish as a second language
■650 4▼aCommunity college education
■650 4▼aAdult education
■653 ▼aEnglish language learners
■653 ▼aNetworking practices
■653 ▼aCommunity colleges
■653 ▼aIndividual networks of practice
■690 ▼a0290
■690 ▼a0282
■690 ▼a0516
■690 ▼a0275
■690 ▼a0441
■71020▼aArizona State University▼bLinguistics and Applied Linguistics.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0010
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164688▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
